Lead: The purpose of primary school mathematics teaching is not only to impart knowledge to students, but more importantly to expand students' thinking and disperse students' thinking. In the whole process of mathematics teaching, students' learning should not be passive, but a process of active thinking and exploration. Primary school students have their own characteristics because of their specific age. In the process of primary school mathematics teaching, we should use scientific teaching mode to teach students effectively.

Analysis of primary school mathematics teaching mode: 1. Innovate educational ideas and strengthen the cultivation of thinking ability.

Innovative education is an educational practice with the basic value orientation of cultivating people's innovative spirit and ability, and innovative education is the cultivation of innovative thinking. This is a thinking process of inventing or finding a new way to deal with something. This kind of thinking can ensure that students can solve new problems smoothly, master knowledge at a deep level and at a high level, and transfer this knowledge to the process of learning new knowledge. Advocate innovative education and cultivate innovative thinking in primary school mathematics teaching.

Set exercises skillfully and cultivate innovative thinking. Because designing math exercises well can cultivate students' innovative thinking. And good practice is scientific and artistic. It comes from teachers' experience accumulation, knowledge accumulation and exploration of teaching art. Therefore, students are encouraged to think creatively in normal teaching. Ask more students in class? How did you come up with it? ,? Where is your train of thought stuck? Fully demonstrate the thinking process.

Nowadays, science and technology are developing rapidly. We should not only educate every citizen with extensive knowledge, but also educate every citizen with high wisdom and talent. Therefore, in mathematics teaching, we should strengthen the training of "two basics" and cultivate thinking and ability throughout the whole teaching process. So on the one hand, we should enrich students' perceptual knowledge. Because primary school students are young and lack of knowledge and experience, the characteristics of thinking are the transition from concrete images to abstract logical thinking, and abstract thinking activities need the support of concrete images. Therefore, we should follow the characteristics of students' thinking, enrich students' perceptual knowledge by various means, and let students master the thinking method.

Second, create an equal, relaxed and free classroom atmosphere for teachers and students, and establish an environment for cultivating innovative ability.

A harmonious, relaxed and free atmosphere in the teaching process can greatly stimulate students' innovative consciousness. In order to promote students' creativity, it is necessary to have a harmonious environment and leave a platform for students to fully express and display their individuality. This democratic and harmonious atmosphere is a fertile ground for cultivating students' innovative consciousness. With this soil, students' innovative consciousness can germinate.

In normal teaching, teachers should overcome the cognitive deviation of innovation. Every reasonable new discovery is different from other people's ideas, and the unique observation angle is innovation. Every student can innovate and has the potential for innovation. How to tap and improve this potential depends on the degree of students' main role. In order to make students actively explore knowledge, become the main body of learning and give full play to their creativity, we must overcome the old teaching mode in which teachers are the leading role, a few students are supporting roles and most students are the audience. Give students sufficient thinking space, treat students with an equal, tolerant and encouraging attitude, and use more ways such as discussion and inquiry to give students sufficient opportunities to show, so that students can actively participate in the teaching process and truly become the main body of exploration and research.

Third, create situations, inspire and induce thinking, and stimulate interest.

A good beginning is half the battle. In the cultivation of innovative consciousness and innovative thinking, we should actively construct a new teaching model, and explore various ways to introduce new courses, such as creating situations, inspiring and inducing thinking, and stimulating interest.

For example, according to the different ages of students, games and stories are often used to guide people of lower age, and teaching is integrated into activities through games, riddles and stories, so that students can learn in a relaxed and happy atmosphere and enjoy the fun of learning; Middle-aged teachers use the creation of life situations to lead in: let students feel that mathematics comes from life, and there is mathematics everywhere in life, combine mathematics with life, create real life situations or simulate real life situations to stimulate students' learning enthusiasm and promote the cultivation of innovative consciousness; For senior students, teachers often use suspense to guide people: teachers prompt conflicts, set suspense, stimulate students' desire to explore and stimulate the cultivation of innovative consciousness. According to the different teaching contents, audio-visual communication can also be used to guide people: through courseware, slides, playing recordings and so on. , can create a teaching situation consistent with the teaching content, so that students can immerse themselves in the situation, inspire their thinking and cultivate their innovative consciousness imperceptibly.

Fourth, optimize teaching channels and learn mathematics close to life.

Reconstruct teaching content and optimize teaching methods. When teaching, we should pay attention to proceeding from reality, reorganize the teaching materials reasonably, and make the teaching scientific, hierarchical and rich, and at the same time have appropriate density. Use? Three natures? The teaching method is adaptable, enlightening and vivid. Let students feel the beauty of learning in a beautiful student environment.

Therefore, in mathematics teaching, we should start from students' familiar life situation and fairy tale world, select materials that students are interested in, and use examples that students are concerned about and interested in as knowledge background to stimulate their interest and motivation in learning, so that students can feel that mathematics is closely related to their daily life. Mathematical knowledge comes from life and ultimately serves life. They can make reasonable answers to relevant mathematical information in real life, and can describe and solve simple problems in the real world with numbers, letters and charts, so teachers guide students to consciously use mathematical knowledge in practical activities.

Fifth, the creation of teaching situations

The teaching situation must be close to students' life, concise and easy to understand, with rich background, related to students' existing common sense and less strict mathematical views, so that students can think and ask questions. How to creatively use teaching situations in textbooks to improve teaching efficiency?

1. Tell the problem situation so that students are willing to learn. According to the age characteristics of students, creating story situations, allowing students to find problems from stories, learning and thinking with problems can stimulate students' interest in learning.

2. Make the problem situation alive and make students willing to learn. Create life situations, put math problems into students' life situations, let students know that their knowledge and problems to be solved are around them, and make clear calculations through the experience of life situations.

3. Operationalize the problem situation to make students learn happily. Hands-on operation allows students to participate in learning with a variety of senses, fully perceive, gradually establish representations in their minds, and then raise perceptual knowledge to rational knowledge.

4. Change the problem situation and let students study happily. Creating a debate situation, allowing students to express their opinions in a democratic, equal and harmonious atmosphere, thinking and solving problems from different angles and in different ways can not only exercise students' thinking, but also their language expression ability and make them feel comfortable. The cusp? In training, in? Actual combat? Intermediate improvement.

Six, find out the relevant mathematical information and put forward effective mathematical problems.

Compared with the previous textbooks, Qingdao version of mathematics textbooks has a remarkable feature that there are more pictures, and many topics are presented in the form of pictures or illustrations, rather than simple words, especially in the lower grades. This change is more in line with students' cognitive laws and age characteristics. Students' ability to read pictures has become the premise of mastering mathematical language, the key to correctly understand the meaning of the topic and the important guarantee for the smooth development of mathematical learning activities. To cultivate students' ability to read pictures, one is to mobilize students' existing knowledge and experience and reproduce life scenes; Second, according to the text prompts in the picture, guide the students to find the math materials they need.

For example, senior one has such a question: Is there? Car seat? Figure, tell in the picture? There are 45 buses, 30 buses and 3 cars? . The first question is how many seats are there in the bus and the bus? If students can't find the material in the picture according to the tips of the text, they may find it? How many seats are there in the bus and car? Or? How many seats are there in the bus and car? . In a sense, students' understanding ability of these maps is higher than that of some thematic maps mentioned above. Teachers should guide students to find the needed mathematical materials in the pictures according to the text prompts.

It is worth mentioning that when some teachers guide students to look at pictures, they don't let them look at the pictures fully, so they can directly start with the text prompts and let them look for the materials they need in the pictures according to the questions. This kind of formality is not conducive to the cultivation of students' ability to read pictures, nor to the improvement of students' ability to solve problems.

Seven, inquiry learning, solving mathematical problems

Paulia said: The best way to learn any knowledge is to discover it by yourself, because this kind of discovery is the deepest to understand and the easiest to grasp the law, essence and connection. Therefore, through inquiry learning, students can gain the development of knowledge, skills, emotions and attitudes in the process of exploring and solving problems, especially the development of exploration spirit and practical ability.

For example:? There are 30 ping-pong balls in the school sports group. How many boxes can you hold? This is a challenging and open exercise, which contains rich mathematical knowledge, mathematical thinking methods and innovative factors. The teacher asked the students to use the school's tools to box independently, explore various packing methods, and then report the operation results in groups. In the process of exploration, students learned that they can pack evenly or unevenly. The difference between average loading and uneven loading is whether there is a remainder, that is, there are many packing methods. In the communication, students' thinking constantly collides, and some students ask? The number of each box is different. How many boxes can you pack at most? Such a deep-seated problem. It can be seen that students develop their thinking in independent inquiry and cooperation and exchange, and the sparks of innovative thinking collide.

Consolidate new knowledge and feedback the effect.

This is an important part of a class. Hierarchical practice is to design exercises at different levels from the perspective of all students, so that students at different levels can gain something from their studies and feel successful from their studies. This design can meet the needs of students at different levels, and teachers can also find students' problems and reflect on their own teaching problems, so as to further guide students and improve teaching. Making full use of variant training and layered practice to train students' thinking and develop their ability can make students at different levels feel successful, thus achieving the ultimate goal of reducing students' burden and improving classroom teaching efficiency.

Nine, class summary

Summary is a process of summarizing and summarizing the contents of a class, which helps students organize fragmentary and scattered knowledge into organized and systematic knowledge, and it is also a process of internalizing new knowledge and merging it with the original knowledge to form a new knowledge structure. On the basis of students' discussion and exchange in groups, the whole class can discuss and exchange and summarize in the discussion and exchange. It is worth noting that the summary is not the teacher, but the teacher who guides and organizes the class to summarize. At the same time, students should be taught evaluation methods, such as? What have I learned? 、? What else don't you understand? Students should be reminded of some details such as writing format and standardization.

In a word, primary school mathematics teaching is centered on knowledge transmission and student development, and has changed from knowledge-centered to student-centered. Give knowledge? Turn? Cause activity? From teaching to teaching. Strive to guide students' eyes to the boundless world of mathematical knowledge, and truly cultivate students into talents needed by the new era.